Abstract
This study investigates the perspectives of diversity and anti-oppression educators working in the non-profit, settlement and education sectors in Halifax, Nova Scotia and Toronto, Ontario. The researcher explores how Canadian diversity and anti-oppression educators handle the emotional challenges of their practice. This paper also explores how language, identity and teacher recognition impact the learning process, and highlights the imperfect yet courageous practice that the diversity and anti-oppression educators in this study embark upon when facilitating discussions about diversity and oppression.
Keywords
Identity, diversity, anti-oppression, habitus, reflexivity
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Somers, K.
(2011).
How Canadian Diversity and Anti-Oppression Educators Handle the Emotional Challenges of their Practice.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2011/papers/96
How Canadian Diversity and Anti-Oppression Educators Handle the Emotional Challenges of their Practice
This study investigates the perspectives of diversity and anti-oppression educators working in the non-profit, settlement and education sectors in Halifax, Nova Scotia and Toronto, Ontario. The researcher explores how Canadian diversity and anti-oppression educators handle the emotional challenges of their practice. This paper also explores how language, identity and teacher recognition impact the learning process, and highlights the imperfect yet courageous practice that the diversity and anti-oppression educators in this study embark upon when facilitating discussions about diversity and oppression.
